我国小学生课后托管的问题研究

发布时间：2018-10-29 20:16

【摘要】：长期以来,我国小学生的课后看护、照顾与教育都属于家庭职责的范畴。但随着经济的发展、家庭的变迁以及家长观念的转变,小学生的课后看护和教育问题日益引起了全社会特别是广大家长的忧虑和思考。尤其是随着二胎政策的全面放开,小学生课后照顾问题将更加严峻,托管难题将更加凸显。对课后托管的强烈诉求已经不再是少数家庭的个别需求,而是万千家庭的共同愿望。我国的小学生课后托管班起源于20世纪90年代初,经过二十余年的发展,目前我国小学生课后托管服务的主要供给者依旧是市场运作的各类托管机构,这些机构以营利为目的,归属权混乱,缺乏监管与规范,存在诸多安全隐患,教育质量良莠不齐,所以家长呼吁政府能够担起职责,支持、鼓励学校作为主体承办托管班,解决其后顾之忧;然而依托于政府财政支持的公立学校在校托管服务仅属于地方政府的小范围探索,缺乏明确的政策和资金支持,再加上学校的抵触,学校课后托管处境尴尬;新兴的公益性小学生托管服务又由于缺乏政府的制度安排、资金和师资的支持而动力不足。没有形成规范成熟的小学生课后托管制度体系。这些情况与我国相关政策法律法规缺失以及小学生课后托管的性质、责任归属和实施方式等尚不明确直接相关。由于小学生课后托管属于准公共产品,再加上托管社会公共需求的日益增加、政府职能的转变以及社会力量的不断壮大,小学生课后托管应当纳入教育公共服务的范畴,政府的介入是必不可少的,并且在推动小学生课后托管的发展上起主导作用。政府不仅要负责安排小学生课后托管服务的生产和供给,还必须对托管服务的参与者给予支持、指导和监管,在开展课后托管服务的过程中遵循公共性、公平性、基础性、整体性以及因地制宜的原则,从宏观层面为小学生课后托管提供良好的制度环境,从中观层面建立规范有序的小学生课后托管运行体系,从微观层面有重点地对各种类型的托管实施方式予以安排和指导,推动我国小学生课后托管的制度建设,从而保障小学生课后托管的良好有序发展。
[Abstract]:For a long time, after-school care, care and education of primary school students in our country belong to the category of family duties. However, with the development of economy, the change of family and the change of parents' concept, the problem of primary school students' after-school care and education has aroused the worry and thinking of the whole society, especially the parents. Especially with the opening of the policy of two-child, the problem of after-school care for primary school students will be more serious, and the problem of trusteeship will become more prominent. The strong demand for after-school trusteeship is no longer the individual needs of a few families, but the common aspiration of thousands of families. The after-school care classes of primary school students in our country originated in the early 1990s. After more than 20 years of development, the main providers of after-school trusteeship services for primary school students in China are still various types of trusteeship institutions operating in the market. These institutions aim at making profits. The ownership rights are confused, lack of supervision and regulation, there are many hidden dangers of safety, and the quality of education is intermingled, so parents appeal to the government to take up the responsibility, support, encourage schools as the main undertaking of the care classes, and solve their worries; However, the school trusteeship service which depends on the government financial support only belongs to the local government's small scope exploration, lacks the explicit policy and the fund support, plus the school resists, the school after-school trusteeship situation is awkward; The new public-welfare primary school care service is lack of motivation due to the lack of government institutional arrangements, funds and teachers' support. There is no formal and mature system of after-school trusteeship system for primary school students. These conditions are directly related to the lack of relevant policies, laws and regulations, the nature of primary school students' after-school trusteeship, the attribution of responsibility and the way of implementation. As primary school students' after-school trusteeship is a quasi-public product, coupled with the increasing public demand of the trusteeship society, the transformation of government functions and the continuous growth of social forces, the after-school trusteeship of primary school students should be included in the scope of public education services. Government intervention is essential and plays a leading role in the development of primary school-school trusteeship. The government should not only be responsible for arranging the production and supply of after-school care services for primary school students, but also must support, guide and supervise the participants in the after-school care services, and follow the publicity, fairness, and foundation in the process of carrying out after-school care services. According to the principles of integrity and local conditions, it provides a good institutional environment for primary school students' after-school trusteeship from the macro level, and establishes a standardized and orderly after-school trusteeship operation system from the meso-level. In order to promote the system construction of primary school students' after-school trusteeship in China, the author puts emphasis on the arrangement and guidance of various types of trusteeship from the micro level, so as to ensure the good and orderly development of primary school students' after-school trusteeship.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G629.2

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